appendix b: guiding questions: use as prompts (not …€¦ · page 5 of 69 referring to the lcff...

of 69

LCAP Year 2017–18 2018–19 2019–20

Local Control Accountability Plan and Annual Update (LCAP) Template

Addendum: General instructions & regulatory requirements.

Appendix A: Priorities 5 and 6 Rate Calculations

Appendix B: Guiding Questions: Use as prompts (not limits)

LCFF Evaluation Rubrics: Essential data to support completion of this LCAP. Please analyze the LEA’s full data set; specific links to the rubrics are also provided within the template.

LEA Name High Tech Middle Media Arts

Contact Name and Title Casey Salmon, Director Email and

Phone XXXXXXX

2017-20 Plan SummaryTHE STORY Briefly describe the students and community and how the LEA serves them.

High Tech High (HTH) was founded in 2000 as a single high school focused on bringing together a socio-economically diverse group of learners who succeed in high school and postsecondary education. In seeking to disrupt the norm of increasingly socio-economically segregated schools across California, High Tech High seeks to realize equitable outcomes for all students. Each HTH school is intentionally integrated and diverse across a range of ethnicities, identities, social class backgrounds, and life experience.

Since opening, HTH has expanded to become a network of thirteen charter schools serving approximately 5,300 students in grades K-12 across three campuses in San Diego county. HTH operates six schools under the SBC program collectively serving 2485 students. The SBC schools are located on two campuses each providing a full K-12 system with an elementary, middle, and high school at both the San Marcos and Chula Vista site.

One of the four HTH design principles is a focus on equity. To achieve this goal, HTH utilizes a zip code based lottery system to ensure that all HTH schools are reflective of the community demographics of the region surrounding its campuses, and serve a significant percentage of low-income students. Moreover, HTH intentionally concentrates its recruitment efforts on low-income communities where college matriculation has traditionally been low.

All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. In this context, the primary goals are:

i. To provide all HTH students with a meaningful education, and tograduate students who will be thoughtful, engaged citizens prepared to

of 69

take on the leadership challenges of the 21st century. � ii. To prepare students for postsecondary education and for leadership in a

high technology society by integrating technical and academic education in schools. �

iii. To increase the number of socioeconomically disadvantaged students who succeed in high school and postsecondary education, and in the fields of math, computer science, engineering, and related fields. �

�With its design principles, common mission and goals in mind, HTH creates socially integrated, non tracked learning environments. HTH students are known well by their teachers, engage in and create meaningful work, and are challenged to develop growth mindsets as they meet high expectations beginning in kindergarten and extending through grade twelve. HTH students are encouraged to think of themselves as inquisitive, resilient and lifelong learners, and to develop a sense of belongingness in academic and real world settings. From the early years on forward, university is part of the discourse at our schools, where faculty and students demystify, and discuss college as an accessible, viable goal. �HTH teachers create and direct diverse, innovative curricula to pursue rigorous, in depth learning, with personalized, and project based learning (“PBL”) practices. The program is rigorous, providing the foundation for entry and success at the University of California (“UC”) and elsewhere. Assessment is performance based: students of all ages regularly present their learning to their peers, family and community at large. The learning environment extends beyond the classroom: students conduct field work and original research, partner with local universities and community agencies on projects and initiatives, and complete academic internships with local businesses, governmental agencies or nonprofits. �

LCAP HIGHLIGHTS Identify and briefly summarize the key features of this year’s LCAP.

HTMMA is focused on further solidifying a K-12 pathway for HTMMA students to a college degree. HTMMA is acutely focused on providing quality and innovative services to low income, English learners, and foster youth during the full K-12 trajectory that provide access to college and eventually opportunities to work in STEM fields. The eleven HTMMA LCAP goals below represent a cohesive focus on improving practices and services to support the academic and social-emotional growth of all students. HTH goals (CA statewide priorities)

1. Reduce chronic absenteeism (5) 2. Restorative practices to reduce suspensions (6) 3. Improve outcomes for English Learners (4,7) 4. Improve literacy instruction (2,4,7) 5. Improve mathematics instruction (2,4,7) 6. Improve science instruction (2,4,7) 7. Improve processes for responding to struggling students (3,4,7)

of 69

8. Support students in publicly presenting their learning (exhibitions, POLs, SLCs) to families and the broader community (2,3)

9. Increase college access and persistence (4,8) 10. Improve use of survey data to guide improvement (3,5,6) 11. Maintain basic services (1)

REVIEW OF PERFORMANCE

Based on a review of performance on the state indicators and local performance indicators included in the LCFF Evaluation Rubrics, progress toward LCAP goals, local self-assessment tools, stakeholder input, or other information, what progress is the LEA most proud of and how does the LEA plan to maintain or build upon that success? This may include identifying any specific examples of how past increases or improvements in services for low-income students, English learners, and foster youth have led to improved performance for these students.

GREATEST PROGRESS

Chronic Absenteeism An analysis of HTH longitudinal attendance data has provoked an organizational focus on reducing the rate of chronic absenteeism across HTH schools. Chronic absenteeism at HTH schools disproportionately impacts low income families. In fact, low income students were 30% more likely to be chronically absent across all HTH schools in 15/16. By implementing a chronic absenteeism intervention at two HTH schools the overall rate of chronic absenteeism at HTH schools has decreased over the last two years, which has decreased or eliminated gaps in chronic absenteeism by income. HTH seeks to spread this chronic absenteeism intervention to HTMMA as described in LCAP goal one. English Learner Engagement at HTH: YouthTruth Student Survey HTH uses the YouthTruth student survey to gather school climate data on an annual basis. The YouthTruth survey utilizes research validated questions and gives schools context for interpreting survey results by providing a national percentile ranking for each question. HTH celebrates the results of a YouthTruth survey question where HTH English learners reported a high level of engagement in school. HTHMA ranked in the 100% percentile nationally for this level of engagement amongst English learners.

Referring to the LCFF Evaluation Rubrics, identify any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category or where the LEA received a “Not Met” or “Not Met for Two or More Years” rating. Additionally, identify any areas that the LEA has determined need significant improvement based on review of local performance indicators or other local indicators. What steps is the LEA planning to take to address these areas with the greatest need for improvement?

of 69

GREATEST NEEDS

Deepen Restorative Practice to Reduce the Suspension rate By analyzing longitudinal suspension data over the past five years HTH has identified reducing the suspension rate as an important goal. The LCFF evaluation rubrics also indicate that HTMMA could improve by reducing the suspension rate for all students and specific subgroups. Academic literature raises questions as to the effectiveness of suspensions and affirms the commitment of HTH to rethink and redesign current disciplinary practices at HTMMA. HTH aspires to create conditions where the most vulnerable HTH student populations feel a sense of belongingness and academic support/continuity. Toward this goal, HTH started the process of implementing Restorative Practices (RP) at HTH schools over the last two years. HTH seeks to reduce the suspension rate at HTMMA by deepening restorative practices as described by LCAP goal two. In addition, an improved process to support struggling students as described in LCAP goal seven represents a proactive way to address challenging behaviors before they escalate and require a disciplinary response. CAASP Since reviewing CAASPP data in fall of 2016, HTH has taken seriously the idea that change to what we are doing is needed, with a particular focus on elementary schools, literacy and numeracy development, and supporting English Language Learners. This has taken the form of working to increase focus on literacy and numeracy in the context of engaging students in meaningful project work, to working to improve systems to better target support for struggling students in both academic and social issues, and to more consistently expose students to the types of problems found on the CAASPP, through use of the interim assessment problems and performance assessment tasks. To provide students with additional practice and an opportunity to familiarize themselves with the assessment interface, students at HTH schools completed SBAC interim assessments during the 16/17 school year. Since we have noticed that many students struggle with connecting their knowledge of math concepts to the corresponding academic language presented in the Smarter Balanced Assessment, administering these IABs allowed teachers to target specific content, academic language and strategies with their students prior to the 2017 CAASPP. HTMMA plans to continue to focus on achieving deeper alignment between projects and the common core standards. HTMMA is particularly focused on improving literacy and numeracy instruction and providing more services to English learners as described by LCAP goals 3,4, and 5.

of 69

Referring to the LCFF Evaluation Rubrics, identify any state indicator for which performance for any student group was two or more performance levels below the “all student” performance. What steps is the LEA planning to take to address these performance gaps?

PERFORMANCE GAPS

CASSP Scores by subgroup Overall the CAASP scores on both English and math are green. However, the LCFF evaluation rubrics indicate lower scores for students with disabilities as compared to overall HTMMA scores. HTMMA is committed to doing more to support students with disabilities. HTMMA plans to provide academic coaches and apprentice teachers to provide additional support to this student subgroup. In addition, HTMMA plans to implement a cohesive Collaborative and Proactive Solutions (CPS) model to better provide the necessary academic and emotional supports for struggling students. This process is detailed in LCAP goal 7. Reducing Suspension for Low Income Students HTMMA ranks a yellow for the overall suspension rate. However, HTHMA has identified a higher suspension rate amongst low income students as compared to the overall HTHMA suspension rate. HTH seeks to address this disproportionality in suspension rate at HTMMA schools by deepening restorative practices as described by LCAP goal two. In addition, an improved process to support struggling students as described in LCAP goal seven represent a proactive way to address challenging behaviors before they escalate and require a disciplinary response.

INCREASED OR IMPROVED SERVICES If not previously addressed, identify the two to three most significant ways that the LEA will increase or improve services for low-income students, English learners, and foster youth.

HTMMA plans to improve services for unduplicated students by providing additional supports to address challenges disproportionately effecting low income, English learners, and foster youth.

1) Increase RP services to reduce disciplinary incidents and cultivate a deeper sense of belonging amongst students 2) Additional services to address Chronic Absenteeism 3) Implement a cohesive Collaborative and Proactive Solutions (CPS) to better provide the necessary academic and emotional services for struggling students 4) A focus on literacy and numeracy instruction with the goal of ensuring that all students receive necessary academic supports to make at least a year’s worth of academic growth.

of 69

BUDGET SUMMARY Complete the table below. LEAs may include additional information or more detail, including graphics.

DESCRIPTION AMOUNT

Total General Fund Budget Expenditures for LCAP Year $2417043

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for LCAP Year $2417043

The LCAP is intended to be a comprehensive planning tool but may not describe all General Fund Budget Expenditures. Briefly describe any of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP.

$2417043 Total Projected LCFF Revenues for LCAP Year

of 69

Annual Update LCAP Year Reviewed: 2016-17

Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Goal 1 All students will receive a personalized education that meets their needs. This will result in all students being successful in school.

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8 COE 9 10 LOCAL ______________________________________

ANNUAL MEASURABLE OUTCOMES

EXPECTED ACTUAL

Higher % of students (compared to previous year) completing their courses with a grade of C or better, and higher % of students completing their courses with a grade of ³Pass´for classes without a traditional grading system Higher % of students who self-report ³being successful in school this year, on annual student survey

We implemented a new grading system in 7th grade which made this metric no longer valid across HTMMA HTMMA was rated at the 78% percentile nationally on a measure of student culture

ACTIONS / SERVICES

Duplicate the Actions/Services from the prior year LCAP and complete a copy of the following table for each. Duplicate the table as needed.

Action 1 Empty Cell

Actions/Services

PLANNED Class sizes will be capped at 26 students

ACTUAL Class sizes will be capped at 26 students

of 69

Expenditures

BUDGETED 162,591

ESTIMATED ACTUAL 162,591

ACTIONS / SERVICES


Action 2 Empty Cell

Actions/Services

PLANNED Hire 2 Inclusion Specialists, and 4 Academic Coaches

ACTUAL Hire 2 Inclusion Specialists, and 4 Academic Coaches

Expenditures BUDGETED

33,576 ESTIMATED ACTUAL

33,576

ACTIONS / SERVICES


Action 3 Empty Cell

Actions/Services PLANNED

ACTUAL


ESTIMATED ACTUAL

of 69

ANALYSIS Complete a copy of the following table for each of the LEA’s goals from the prior year LCAP. Duplicate the table as needed.

Use actual annual measurable outcome data, including performance data from the LCFF Evaluation Rubrics, as applicable.

Empty Cell

Describe the overall implementation of the actions/services to achieve the articulated goal.

HTMMA students were provided with additional academic supports by the academic coaches and inclusion specialists.

Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

Struggling students received additional support both within the classroom and before school. In addition, some students received help during X-block.

Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures.

None

Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

HTMMA anticipates having an inclusion apprentice. That means each grade level will have inclusion support.

of 69

Goal 2 Student attendance will be at or above 96%

State and/or Local Priorities Addressed by this goal: STATE 1 2 3 4 5 6 7 8

COE 9 10 LOCAL ______________________________________


EXPECTED ACTUAL

Student attendance will be at or above 96%

P2 attendance was 95.6%

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED purchase bus passes for all students in the non duplicated count who want a bus pass

ACTUAL purchase bus passes for all students in the non duplicated count who want a bus pass

Expenditures

BUDGETED 12,430

ESTIMATED ACTUAL 12,430

ACTIONS / SERVICES


of 69

Action 2 Empty Cell

Actions/Services

PLANNED Administrator will call families of all students who have excessive tardies and/or absences, to discuss reasons for the excessive tardies/absences, and offer support.

ACTUAL Administrator will call families of all students who have excessive tardies and/or absences, to discuss reasons for the excessive tardies/absences, and offer support.


0 ESTIMATED ACTUAL

0

Draft

of 69



Empty Cell


HTMMA communicates with families about their attendance and if they have missed more than five days a tiered intervention is implemented. In addition, unduplicated students were provided with bus passes.


When it was possible to conference with families about attendance this led to an improvement in attendance. The bus passes made it easier for unduplicated students to get to school everyday.


None.


Conference with families more frequently and at lower attendance thresholds.

of 69

Goal 3 HTMMA students will be strong readers.



EXPECTED ACTUAL

100 % of students will make at least one year of growth in reading, as measured by tri-annual reading assessments

Pending MAP data

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED In addition to teaching reading skills through projects and other activities, such as independent reading with conferencing, teachers will use the Reading Plus Program with students, and will assess student reading 3 times per year, using the Reading Plus "Insight" Assessment.

ACTUAL In addition to teaching reading skills through projects and other activities, such as independent reading with conferencing, some teachers used the Reading Plus Program. HTMMA decided to use the MAP reading assessment in place of the Reading Plus assessment.



3,667

of 69



Empty Cell


Students completed the MAP reading assessment. Teachers provided additional support individually and for the whole class to develop literacy skills. In addition, Mindplay, Reading Naturally, and Rewards were used to provide additional support to students.


Teachers reported that students were making reading progress particularly students targeted for additional interventions. HTMMA is awaiting the results of the spring MAP assessment.


None


No changes anticipated.

of 69

Goal 4 HTMMA students will be strong mathematicians.



EXPECTED ACTUAL

100 % of students will make measurable growth in mathematics, as measured by pre and post tests of each mathematics unit

HTMMA is using the MAP Math assessment to track growth

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Teachers to administer math assessments before and after each unit

ACTUAL Teachers to administer math assessments before and after each unit


0 ESTIMATED ACTUAL

0

ACTIONS / SERVICES

of 69


Action 2 Empty Cell

Actions/Services

PLANNED HTMMA math teachers to offer math support x block (elective)

ACTUAL Student support X Block


0 ESTIMATED ACTUAL

0

of 69



Empty Cell


Students completed the MAP math assessment. Teachers provided additional support individually and for the whole class to develop math skills. Students had access to additional support during X block.


Actions appear to be effective in that students are growing in their math skills.


None



of 69

Goal 5 HTMMA students will develop strong social/emotional skills.



EXPECTED ACTUAL

Students will contribute to a positive school culture

Youth Truth measure of student engagement indicated a 73% national percentile ranking of student engagement

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED All students will participate in HTMMA’s Social/Emotional Learning curriculum

ACTUAL All students will participate in HTMMA’s Social/Emotional Learning curriculum



31,500

ACTIONS / SERVICES

of 69


Action 2 Empty Cell

Actions/Services

PLANNED HTMMA staff will review results of student surveys, as well as suspension and expulsion data

ACTUAL HTMMA staff will review results of student surveys, as well as suspension and expulsion data


0 ESTIMATED ACTUAL

0

of 69



Empty Cell


Students completed YouthTruth. An SEL coordinator helped implemented SEL compentencies during advisory.


Students were more aware of SEL competencies including community, connection, character, and communication.


None


HTMMA anticipates implementing Restorative Practices (RP) in each classroom during the 17/18 year this would enhance the SEL work completed this year.

of 69

Goal 6 Student projects will be informed by Common Core State Standards (CCSS), and teachers will have access to necessary resources.



EXPECTED ACTUAL

All students will have access to rich projects, informed by the Common Core State Standards (CCSS)

100% have access to rich projects, informed by the Common Core State Standards (CCSS)

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED All teachers will create common core aligned projects, and will have access to a classroom budget to purchase materials and supplies needed to engage in those projects.

ACTUAL All teachers will create common core aligned projects, and will have access to a classroom budget to purchase materials and supplies needed to engage in those projects.



16,000

of 69



Empty Cell


Teachers used their budgets to design engaging projects that met elements of the CCSS.


Students were engaged in meaningful project work.


None


None anticipated.

of 69

Goal 7 HTMMA students will develop and maintain a digital portfolio of their work.



EXPECTED ACTUAL

Growth in all subject areas will be shown when digital portfolio work is viewed through the lens of a school created rubric

Students uploaded work that demonstrated growth.

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Classroom teachers will facilitate the development of digital portfolios, and rubrics to measure student growth

ACTUAL Classroom teachers will facilitate the development of digital portfolios


0 ESTIMATED ACTUAL

0

of 69



Empty Cell


Teachers had students upload artifacts that showed academic growth and prompted students to reflect on these artifacts.


Helped students see the growth they had made on each project. Documenting the process allowed students to see their growth over time.


None


HTH will introduce a new portfolio system based on the CMS Wordpress.

of 69

Goal 8

HTMMA staff will gather data on how students feel about school and their courses, and will use this data to continually improve the school.


COE 9 10 LOCAL ______________________________________


EXPECTED ACTUAL

Student results from annual Youth Truth survey, and bi-annual survey monkey surveys will drive positive school change

HTMMA students completed the YouthTruth survey

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Staff will summarize Youth Truth results, and use them to direct school changes; teachers will summarize survey monkey results, and discuss them with the director, to inform their teaching practice

ACTUAL Staff will summarize Youth Truth results, and use them to direct school changes; teachers will summarize survey monkey results, and discuss them with the director, to inform their teaching practice



2000

of 69



Empty Cell


Students completed YouthTruth. Teachers looked at the results and went through a process to identify themes and areas for growth. They shared this information back with students.


Helpful for teachers to look at student data and reflect on the student experience in the classroom.


None


No changes.

of 69

Goal 9 Parents/guardians will be involved in their children's education.



EXPECTED ACTUAL

1) At least 95% of parents/guardians will attend each student Presentation of Learning (POL), and Student-Led Conference (SLC), as well as at least one class exhibition, as shown by teacher sign ins at these events 2)

2) Advisors will visit the homes of at least 80% of new students by October 1st, as shown by teacher reports of visits. (Note that we strive to visit the homes of all incoming students, but circumstances do not always permit this)

At least 95% of parents/guardians attended each student Presentation of Learning (POL), and Student-Led Conference (SLC), as well as at least one class exhibition, as shown by teacher sign ins at these events HTMMA was not able to effectively track home visits this year and anticipates implementing systems to document home visits moving forward.

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Teachers will schedule Presentations of Learning (POLs), Student-Led Conferences (SLCs), and Exhibitions of Learning, and will communicate these events to all families in a timely manner, and be flexible so as to accommodate families'

ACTUAL Teachers will schedule Presentations of Learning (POLs), Student-Led Conferences (SLCs), and Exhibitions of Learning, and will communicate these events to all families in a timely manner, and be flexible so as to accommodate families' schedules. Advisors will conduct home visits.

of 69

schedules. Advisors will conduct home visits.


0 ESTIMATED ACTUAL

0



Empty Cell


Families were informed of upcoming SLC’s and exhibitions through weekly newsletters sent by teachers. Advisors completed home visits over the summer and new teachers were provided resources to complete the process.


Family attendance was above 95% at SLC’s indicating the effectiveness of the current services provided.


None


Have a single school wide exhibition in the winter. In addition, create a single document that allows teachers to track their home visits.

of 69

Goal 10

HTMMA will have well-qualified teachers in all classrooms


COE 9 10 LOCAL ______________________________________


EXPECTED ACTUAL

All HTMMA teachers will be fully credentialed, or will be working towards becoming fully credentialed.

All HTMMA teachers will be fully credentialed, or will be working towards becoming fully credentialed.

ACTIONS / SERVICES


Action 1 Empty Cell

Actions/Services

PLANNED Non-credentialed teachers will be enrolled in a credentialing program

ACTUAL Non-credentialed teachers will be enrolled in a credentialing program



8,000

of 69

Stakeholder Engagement LCAP Year 2017–18 2018–19 2019–20

Empty Cell



Empty Cell


Non-credential teachers were enrolled in the HTH credentialing program.


The HTH credentialing program provided newer teachers with coursework and materials that supported there ability to lead effective classrooms.


None



of 69

INVOLVEMENT PROCESS FOR LCAP AND ANNUAL UPDATE

How, when, and with whom did the LEA consult as part of the planning process for this LCAP/Annual Review and Analysis?

HTMMA engages with stakeholders through family meetings, student and family surveys, and staff professional development over the course of a school year. HTMMA begins dialogue about the LCAP through family meetings relating to that years LCAP goals. The process culminates in a spring meeting where budgets and goals for the LCAP are discussed. Many of the families present spoke Spanish and translation was provided by the family outreach coordinator. Additional input was gathered from various stakeholders including parents, students, and staff during multiple meetings with the HTMMA school director. LCAP data was gathered often and was discussed in regular meetings over the course of the year with school faculty. The issues that were raised in those contexts helped drive the development of the goals. Student voice was included through the YouthTruth survey, focus groups, and individual conversations with students. IMPACT ON LCAP AND ANNUAL UPDATE

How did these consultations impact the LCAP for the upcoming year?

After the input from parents, staff and students some common themes emerged which were then incorporated into the goals and actions and services listed in our LCAP. The common elements include increasing supports for students - especially English Learner and students struggling with socioemotional issues, improving the connection between families and our school, and tracking and supporting students' growth in literacy and mathematics. Parents shared that they supported the plans outlined for the 17-18 year and in particular appreciated the support students received from academic coaches. Parents appreciated efforts to have more consistent meetings with guest speakers provided information to families about how to best support their child. HTMMA plans on having more frequent meetings of this type next year in response to this feedback.

of 69

Goals, Actions, & Services Strategic Planning Details and Accountability Complete a copy of the following table for each of the LEA’s goals. Duplicate the table as needed.

New Modified Unchanged

Goal 1 Reduce Chronic Absenteeism

Empty Cell Empty Cell


COE 9 10 LOCAL ______________________________________

Identified Need The academic literature indicates that chronic absenteeism matters to school performance. Frequent absences in kindergarten have been found to be predictive of lower achievement on test scores in fifth grade and lower likelihood of reading proficiency by the end of third grade. Chronic absenteeism has also been found to predict lower National Assessment of Educational Progress (“NAEP”) scores, dropping out of high school, and lower rates of college persistence. An analysis of HTH longitudinal attendance data has provoked an organizational focus on reducing the rate of chronic absenteeism across HTH schools. Chronic absenteeism at HTH schools disproportionately impacts low income families. In fact, low income students were 30% more likely to be chronically absent across all HTH schools in 15/16. In response, HTMMA undertook a pilot intervention at two HTMMA schools starting in 2015 which corresponded with the decrease in chronic absenteeism. HTMMA seeks to spread this intervention to all schools.

EXPECTED ANNUAL MEASURABLE OUTCOMES

Metrics/Indicators Baseline 2017-18 2018-19 2019-20

of 69

Rate of chronic absenteeism 7.2% 7% 6.8% 6.5%

Rate of chronic absenteeism low income students

8.9% 8.6% 8.3% 7.9%

P2 Attendance 95.6% 95.7% 95.8% 95.9%

of 69

PLANNED ACTIONS / SERVICES

Complete a copy of the following table for each of the LEA’s Actions/Services. Duplicate the table, including Budgeted Expenditures, as needed.

Action 1

For Actions/Services not included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served All Students with Disabilities [Specific Student Group(s)]___________________

Location(s) All schools Specific Schools:__________________ Specific Grade spans:__________________

OR

For Actions/Services included as contributing to meeting the Increased or Improved Services Requirement:

Students to be Served English Learners Foster Youth Low Income

Scope of Services LEA-wide Schoolwide OR Limited to Unduplicated Student Group(s)


ACTIONS/SERVICES

2017-18 2018-19 2019-20

New Modified Unchanged New Modified Unchanged New Modified Unchanged

Work with school staff to implement chronic absenteeism intervention (change package) across all schools. Provide student transportation, community outreach, and administrative support.



BUDGETED EXPENDITURES

2017-18 2018-19 2019-20

Amount 32430 Amount 32430 Amount 32430

Source 0900 Source 0900 Source 0900

of 69

Budget Reference Supplemental Budget

Reference Supplemental Budget Reference Supplemental

of 69


Goal 2 Restorative Practices to Reduce Suspensions



COE 9 10 LOCAL ______________________________________

Identified Need High Tech High teachers practice a learner-centered, inclusive approach that supports and challenges each student. All students are known well by their teachers, engage in and create meaningful work, and are challenged to develop growth mindsets as they meet high expectations beginning in kindergarten and extending through grade twelve. HTH students are encouraged to think of themselves as inquisitive, resilient and lifelong learners, and to develop a sense of belongingness in academic and real-world settings. This sense of belongingness and community creates an atmosphere of safety and collaboration amongst students. Consistent with this emphasis on meaningful relationships between adults and students HTH seeks to use restorative practices to reduce the rate of suspensions.



Suspension Rate 3.9% 3.5% 3.1% 2.5%

Youth Truth 83% National Percentile 84% 85% 86%

of 69

student survey describing the degree to which students believe that discipline is fair

Youth Truth student survey describing the degree to which students believe I am part of the community

97% National Percentile 97% 97% 97%

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide additional supports to implement RP at each site. A social emotional learning coordinator will support the development of a happy healthy student community.




2017-18 2018-19 2019-20





of 69



Goal 3

Improve outcomes for English Learners



COE 9 10 LOCAL ______________________________________

Identified Need Evidence from CAASPP, CELDT, and the CA dashboard indicate that there is work to be done to better meet the needs of EL students. HTH aims to ensure educational equity for ELs, which means that each child receives what he or she needs to develop his or her full academic and social potential. In order to effectively educate ELs, HTH strives to create an educational program that does three things for EL students:

• promote the students’ sociocultural integration

• cultivate their language proficiency

• holistically support their academic achievement


of 69


EL Reclassification rate Pending

Youth Truth student survey summary measure describing the degree of English Learner student engagement


of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide additional academic supports and services for EL students. Each site has an EL coordinator to responsible for coordinating services and reclassification process.




2017-18 2018-19 2019-20





of 69



Goal 4

Improve Literacy Instruction



COE 9 10 LOCAL ______________________________________

Identified Need All students will grow as readers by pursuing a literacy-rich, project-based curriculum that supports deeper learning. HTH projects will be informed by the Common Core ELA State Standards (CCSS) and integrate research-based literacy strategies that support students as readers and writers. We want all students to not only feel competent as readers, but to enjoy reading and to see literacy as a vehicle for contributing to their communities and their world. The Literacy Improvement Network is a new project for 2017-18 coordinated by CREI. The first meeting of LIN will be a half day meeting on June 1, 2017. The purpose of LIN is to coordinate literacy improvement efforts across all 13 HTH schools, to increase the percentage of students reading on grade level by the third grade, and to further develop systems to better support students in grades 4-12 who are behind grade level in reading. Better supporting English Learners will be a focus of this effort. While the exact schedule for LIN is in development, there will likely be three full days out of the classroom in 2017-18 for teachers to engage in collective and collaborative professional development.

of 69



LCFF Rubric ELA (K-8) indicator Pending

Student project exhibitions will include evidence of reading, writing, or mathematical reasoning skills aligned with CCSS.

95% 96% 97% 98%

NWEA MAP Reading Assessment (Middle school)

Pending

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide additional supports to improve literacy instruction at HTMMA schools. PD focused on literacy will be provided.




2017-18 2018-19 2019-20





of 69



Goal 5

Improve Mathematics Instruction



Identified Need Our goals in mathematics instruction are to increase student mathematical agency (abolishing the phrase “I’m not a math person”), increase the percentage of graduates placing directly into college level math, and to develop both conceptual and procedural mathematics knowledge in all students. In Fall 2016, CREI began a Math Agency Improvement Community (MAIC) supported by a grant from Jobs for the Future. This project aims to both increase student mathematical knowledge and skills as well as increase all students’ sense of belongingness in a community of math scholars. It is also a “train the trainers” model, where teacher leaders bring work back to the rest of the staff. In 2017-18, this group will meet for three two-day sessions in October, February, and April. Approximately 15 teachers from the SBC schools will participate in MAIC in the 2017-18 school year.

of 69



LCFF Rubric math indicator Pending

Student project exhibitions will include evidence of reading, writing, or mathematical reasoning skills aligned with CCSS.

95% 7%

96% 97% 98%

NWEA MAP Math Assessment (Middle school)

Pending

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


SBC HTH math teachers are participating in the PD experience MAIC which is a math agency improvement community. PD focused on math will be provided.




2017-18 2018-19 2019-20





of 69



Goal 6 Improve Science Instruction



COE 9 10 LOCAL ______________________________________

Identified Need As members of the Next Generation Science Standards early implementation project, 25 elementary school teachers, 12 middle school teachers, and 3 high school teachers have been engaged in implementing NGSS within our core curriculum and aligning projects to NGSS. For 17-18, our goal is to provide NGSS-aligned professional development to the remaining 25 elementary school teachers and 12 middle school teachers that have not been involved in the grant, and to further expand the work in our high schools.

of 69



HTH science faculty exposed to at least one NGSS professional development opportunity

40% 67% 83% 100%

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Additional support for teachers to align NGSS with science instruction and projects.




2017-18 2018-19 2019-20





of 69



Goal 7 Improve processes for responding to struggling students by implementing CPS model



COE 9 10 LOCAL ______________________________________

Identified Need HTMMA schools seek to implement the research-based Collaborative and Proactive Solutions (CPS) model to disrupt challenging patterns of behaviors by providing academic interventions before they require a disciplinary response. The CPS model is designed to support the most vulnerable HTH students who often struggle academically and display challenging behaviors. By implementing a consistent non punitive structure to provide appropriate interventions HTH anticipates a reduction in the suspension rate as well as an increase in academic outcomes for the most vulnerable HTH students.

of 69



Number of students participating in CPS process HTH wide

To be implemented in 17/18 25 40 60

Suspension Rate 3.9% 3.5% 3.1% 2.5%

Youth Truth student survey describing the degree to which students believe that discipline is fair


Youth Truth student survey describing the degree to which students believe I am part of the community


of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide additional academic support to struggling students. Support is provided by academic coaches and apprentice teachers.




2017-18 2018-19 2019-20





of 69



Goal 8 Support students in publicly presenting their learning to families and the broader community



Identified Need All students will publicly present their learning through exhibitions, presentations of learning (POLs), and/or student-led conferences (SLCs). When students share their work with someone besides their teacher—peers, parents, mentors, community members, experts in the field—they take ownership of their learning and care more about the quality of the work they produce. Exhibitions, POLs, and SLCs provide students with an opportunity to share their stories, reflect on their growth, and engage in real dialogue with adults about their learning. They bring together schools and the communities they serve, and provide families with an important lens into their students’ academic and socio-emotional growth. Furthermore, they provide students with a chance to practice the important speaking and listening standards articulated in the Common Core, but not assessed through the CAASPP.

of 69



Percentage of HTH students participating each year in an exhibition, presentations of learning, and/or student-led conference.

100% 100% 100% 100%

Percentage of HTH families attending an exhibition, presentations of learning, or student-led conference.

90% 91% 92% 93%

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Spread best practices of having students publicly present their learning.




2017-18 2018-19 2019-20





of 69



Goal 9

Increase College Access and Persistence



COE 9 10 LOCAL ______________________________________

Identified Need HTH is particularly focused on increasing the rate at which our students attend and graduate from college. We seek to increase the number of socioeconomically disadvantaged students who succeed in high school and postsecondary education, and in the fields of math, computer science, engineering, and related fields. To achieve these goals we seek to reduce the rate of summer melt where HTH seniors who reported plans to attend college fail to enroll in college the fall after their senior year.

of 69



Percentage of HTH students in A-G approved coursework

Pending 96% 97% 97%

Percentage of HTH students completing the SAT or ACT

93.9% 94% 94.5% 95%

Percentage of HTH students reporting enrolling in college

Pending 95% 96% 96%

Percentage of HTH students completing FAFSA

85.6% 87% 89% 91%

Percentage of HTH low income students awarded a Calgrant

70% 72% 74% 75%

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide additional supports to students in completing FAFSA, college applications, SAT/ACT.




2017-18 2018-19 2019-20


Source Source Source



of 69



Goal 10 Improve use of survey data to guide improvement efforts



COE 9 10 LOCAL ______________________________________

Identified Need While HTH has annually surveyed staff, students, and parents for many years, the organization has not always created time and space to make good use of that data. Our goal in 17-18 is to more consistently apply our most effective practices around use of survey data across all schools.

of 69



Youth Truth student survey measure describing the degree of student engagement


Percentage of HTH teachers who have completed a process of analyzing Youth Truth results

40% 50% 55% 60%

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Spread best practices of using student survey data to help teachers identify areas of growth in their instructional practice.




2017-18 2018-19 2019-20





of 69



Goal 11

Maintain basic services



Identified Need All HTH teachers will be credentialed or in an intern credentialing program. All students including subgroups will have access to necessary instructional materials that support rich projects, informed by the Common Core State Standards and Next Generation Science Standards. HTH is committed to maintaining environmentally friendly building practices as exemplified by HTMMA buildings being LEED certified.

of 69



Percent of credential teachers 100% 100% 100% 100%

Percent of teachers with access to a budget to purchase instructional materials

100% 100% 100% 100%

Percent of maintenance requests filled within a week

75% 78% 80% 82%

of 69



Action 1




OR





ACTIONS/SERVICES

2017-18 2018-19 2019-20


Provide highly quality credentialed teachers, appropriate school supplies, and well maintained facilities optimized for learning




2017-18 2018-19 2019-20


Source LCFF Base Source LCFF Base Source LCFF Base

Budget Reference 1000 Budget

Reference 1000 Budget Reference 1000

of 69

Demonstration of Increased or Improved Services for Unduplicated Pupils

LCAP Year 2017–18 2018–19 2019–20

Estimated Supplemental and Concentration Grant Funds: $ 205,198 Percentage to Increase or Improve Services: 9.28%

Describe how services provided for unduplicated pupils are increased or improved by at least the percentage identified above, either qualitatively or quantitatively, as compared to services provided for all students in the LCAP year. Identify each action/service being funded and provided on a schoolwide or LEA-wide basis. Include the required descriptions supporting each schoolwide or LEA-wide use of funds (see instructions).

HTMMA is focused on improving existing services and directing additional services to best serve low income, English learners, and foster youth. In some cases, HTMMA is making expenditures to provide services that only serve unduplicated students. In other cases, HTMMA plans to improve and provide additional services to address challenges disproportionately effecting low income, English learners, and foster youth.

Services directed solely at low income, English learners, and foster youth

English Learner Supports HTMMA is investing in an EL coordinator at each site to provide additional services and supports to English learners. These faculty members lead PD related to English learning, support teachers in employing strategies to support ELs, and track the progress of EL’s to ensure they are making academic growth. In addition, EL coordinators facilitate vocabulary and reading support for English learners.

Services to address challenges disproportionately effecting low income, English learners, and foster youth

RP services to reduce disciplinary incidents and cultivate a deeper sense of belonging amongst students HTH has identified a higher suspension rate amongst young men of color as compared to the overall HTH suspension rate. The academic literature raises questions as to the effectiveness of suspensions and affirms the commitment of HTH to rethink and redesign current disciplinary practices at HTMMA. Suspensions can negatively impact academic achievement according to a research summary produced by the Harvard Kennedy

of 69

school. Ordway (2016) found that suspensions undermined the development of math and literacy competencies: “Students who had been suspended earned significantly lower scores in math and reading on end-of-year exams. Students with a propensity to be suspended did worse on the exam during the years they were suspended than during years they were not” (Ordway, 2016). HTH aspires to create conditions where the most vulnerable HTH student populations feel a sense of belongingness and academic support/continuity. Toward this goal, HTH started the process of implementing Restorative Practices (RP) at HTMMA schools over the last two years. HTMMA schools propose to use LCAP to fund a dean of students and social emotional coordinator to deepen the implementation of RP as an alternative to traditional disciplinary practices.

Additional services to address Chronic Absenteeism The academic literature indicates that chronic absenteeism matters to school performance. Frequent absences in kindergarten have been found

to be predictive of lower achievement on test scores in fifth grade and lower likelihood of reading proficiency by the end of third grade (Balfanz, Byrnes, 2012). Chronic absenteeism has also been found to predict lower National Assessment of Educational Progress (“NAEP”) scores, dropping out of high school, and lower rates of college persistence (Buehler, Tapogna, Chang, 2012).

By implementing a chronic absenteeism intervention at two HTH schools the overall rate of chronic absenteeism at HTH schools has

decreased over the last two years. During the 2014-15 year, HTH piloted a chronic absenteeism intervention at HTHNC that has proven to be effective. This intervention spread to an additional two schools during the 15-16 school year, where we have also seen significant improvement. The intervention includes:

1. HTH generates weekly a report from PowerSchool showing which students are currently chronically absent. 2. For students who have been absent five times, a letter is sent home noting the number of absences and the importance of school attendance. 3. For students who have been absent ten times, a similar letter is sent home with an additional request for a meeting between the family,

student, and dean. 4. The site manager phones home to set up a time for that meeting. Letters and requests for meetings continue to occur at the same intervals

previously shared. An important aspect of the meetings is that it is not intended to be a punitive conversation. The purpose of the meeting is to let the family know

that the school has noticed that the student has been frequently absent, to communicate the importance of school attendance, and to identify and clear obstacles getting in the way of school attendance. For example, one school purchased a bus pass for a family to help with transportation challenges. When students reach high levels of absences, staff sometimes implement an informal contract indicating that course credit may be lost if students are absent a specific number of additional times.

This chronic absenteeism intervention emphasizes the key ingredients for systemic change according to Attendance Works, which include: “positive messaging, actionable data, capacity building, and shared accountability”. By implementing this intervention HTH was able to reduce the rate of chronic absenteeism at the three participating schools by up to 85% which was statistically significant at the p<.0001 level. HTH seeks to spread this chronic absenteeism intervention to HTMMA. By implementing this effective chronic absenteeism intervention across each HTMMA school the number of students chronically absent each year will decline. HTH low income students are greater than 30% more likely to be chronically absent as compared to all HTH students. However, after implementing this intervention, gaps in chronic absenteeism by income were reduced or eliminated. Being chronically absent leads to worse academic outcomes so addressing this disparity within HTH schools will serve to support the academic growth of the most vulnerable HTH students. In addition, by emphasizing a non-punitive approach that sees families as

of 69

partners in the academic success of each student HTH aspires to develop a deep sense of belongingness amongst each student and family. HTMMA provides these services and seeks to reduce the rate of chronic absenteeism by providing a community outreach coordinator, administrative support, and providing a bus pass for low income students where appropriate.

CPS model to address challenging behaviors by providing additional emotional and academic supports HTMMA seeks to proactively intervene to support the most vulnerable HTH students who are struggling academically and displaying challenging behaviors in core academic classes. By adopting the research-based Collaborative and Proactive Solutions (CPS) model developed by Professor Ross Greene, HTH hopes to more quickly and effectively intervene to support students who are struggling, thereby avoiding situations that escalate and result in suspension. The CPS model assumes that all students do well when they can, which is to say when they have the necessary socio-emotional and cognitive skills to engage in academic coursework. When students engage in challenging behaviors, teachers and schools have an opportunity to intervene collaboratively with the student before the situation escalates. Greene explains in Lost At School, “The first step in helping a challenging kid is to identify the skills he’s lacking and the problems that are precipitating his challenging moments, and this is best accomplished by having relevant adults use the ALSUP” (Greene, P. 41). Using the Assessment of Lagging Skills and Unsolved Problems (ALSUP) allows for the identification of the skills that a student needs to develop to avoid problematic behaviors. Once these lagging skills have been identified the most appropriate intervention for the student to support the development of the necessary skills can implemented. This understanding of the lagging skills and unsolved problem, as well as the necessary interventions, create the foundation for a proactive non punitive solution. This collaborative process of generating a solution is facilitated using the plan B protocol: “Plan B helps adults and kids work together, as partners, towards mutually satisfactory solutions so that both parties’ concerns are addressed and the problem gets solved” (Greene, P. 57). The CPS model involving the ALSUP and Plan B has been implemented in public schools throughout the state of Maine and has led to significant reduction in the use of suspension (Greene, 2014). The HTH version of the CPS model would emphasize the implementation of the appropriate intervention based on the need of the student. In addition, each CPS team, comprised of a student, their teachers, academic coaches, would meet on a recurring basis to assess the effectiveness of any intervention and develop an updated plan based on data. The CPS model is designed to support the most vulnerable HTH students who often struggle academically and display challenging behaviors. By implementing a consistent non-punitive structure to provide appropriate interventions HTH anticipates a reduction in the suspension rate as well as an increase in academic outcomes for the most vulnerable HTH students. To provide additional academic support HTMMA proposes to use LCAP to fund a combination of academic coaches, apprentice teachers, and student support teachers.

The End

of 13

Local Control and Accountability Plan and Annual Update Template Instructions

Addendum The Local Control and Accountability Plan (LCAP) and Annual Update Template documents and communicates local educational agencies’ (LEAs) actions and expenditures to support student outcomes and overall performance. The LCAP is a three-year plan, which is reviewed and updated annually, as required. Charter schools may complete the LCAP to align with the term of the charter school’s budget, typically one year, which is submitted to the school’s authorizer. The LCAP and Annual Update Template must be completed by all LEAs each year.

For school districts, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all students and each student group identified by the Local Control Funding Formula (LCFF) (ethnic, socioeconomically disadvantaged, English learners, foster youth, pupils with disabilities, and homeless youth), for each of the state priorities and any locally identified priorities.

For county offices of education, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those goals for all students and each LCFF student group funded through the county office of education (students attending juvenile court schools, on probation or parole, or expelled under certain conditions) for each of the state priorities and any locally identified priorities. School districts and county offices of education may additionally coordinate and describe in their LCAPs services funded by a school district that are provided to students attending county-operated schools and programs, including special education programs.

If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in Education Code (EC) sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.

Charter schools must describe goals and specific actions to achieve those goals for all students and each LCFF subgroup of students including students with disabilities and homeless youth, for each of the state priorities that apply for the grade levels served or the nature of the program operated by the charter school, and any locally identified priorities. For charter schools, the inclusion and description of goals for state priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter schools in the EC. Changes in LCAP goals and actions/services for charter schools that result from the annual update process do not necessarily constitute a material revision to the school’s charter petition.

of 13

For questions related to specific sections of the template, please see instructions below:

Instructions: Linked Table of Contents Plan Summary Annual Update Stakeholder Engagement Goals, Actions, and Services Planned Actions/Services Demonstration of Increased or Improved Services for Unduplicated Students For additional questions or technical assistance related to completion of the LCAP template, please contact the local county office of education, or the CDE’s Local Agency Systems Support Office at: 916-319-0809 or by email at: [email protected].

Plan Summary The LCAP is intended to reflect an LEA’s annual goals, actions, services and expenditures within a fixed three-year planning cycle. LEAs must include a plan summary for the LCAP each year.

When developing the LCAP, mark the appropriate LCAP year, and address the prompts provided in these sections. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous summary information with information relevant to the current year LCAP.

In this section, briefly address the prompts provided. These prompts are not limits. LEAs may include information regarding local program(s), community demographics, and the overall vision of the LEA. LEAs may also attach documents (e.g., the LCFF Evaluation Rubrics data reports) if desired and/or include charts illustrating goals, planned outcomes, actual outcomes, or related planned and actual expenditures.

An LEA may use an alternative format for the plan summary as long as it includes the information specified in each prompt and the budget summary table.

The reference to LCFF Evaluation Rubrics means the evaluation rubrics adopted by the State Board of Education under EC Section 52064.5.

Budget Summary The LEA must complete the LCAP Budget Summary table as follows:

• Total LEA General Fund Budget Expenditures for the LCAP Year: This amount is the LEA’s total budgeted General Fund expenditures for the LCAP year. The LCAP year means the fiscal year for which an LCAP is adopted or updated by July 1. The General Fund is the main operating fund of the LEA and accounts for all activities not accounted for in another fund. All activities are reported in the General Fund unless there is a compelling reason to account for an activity in another fund. For further information please refer to the California School Accounting Manual (http://www.cde.ca.gov/fg/ac/sa/). (Note: For some charter schools that follow governmental fund accounting, this amount is the total budgeted expenditures in the Charter Schools Special Revenue Fund. For charter schools that follow the not-for-profit accounting model, this amount is total budgeted expenses, such as those budgeted in the Charter Schools Enterprise Fund.)

• Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the LCAP for the LCAP Year: This amount is the total of the budgeted expenditures associated with the actions/services included for the LCAP year from all sources of funds, as reflected in the LCAP. To the extent actions/services and/or expenditures are listed in the LCAP under more than one goal, the expenditures should be counted only once.

• Description of any use(s) of the General Fund Budget Expenditures specified above for the LCAP year not included in the LCAP: Briefly describe expenditures included in total General Fund Expenditures that are not included in the total funds budgeted for planned actions/services for the LCAP year. (Note: The total funds budgeted for planned actions/services may include funds other than general fund expenditures.)

of 13

• Total Projected LCFF Revenues for LCAP Year: This amount is the total amount of LCFF funding the LEA estimates it will receive pursuant to EC sections 42238.02 (for school districts and charter schools) and 2574 (for county offices of education), as implemented by EC sections 42238.03 and 2575 for the LCAP year respectively.

Annual Update The planned goals, expected outcomes, actions/services, and budgeted expenditures must be copied verbatim from the previous year’s* approved LCAP. Minor typographical errors may be corrected.

* For example, for LCAP year 2017/18 of the 2017/18 – 2019/20 LCAP, review the goals in the 2016/17 LCAP. Moving forward, review the goals from the most recent LCAP year. For example, LCAP year 2020/21 will review goals from the 2019/20 LCAP year, which is the last year of the 2017/18 – 2019/20 LCAP.

Annual Measurable Outcomes For each goal in the prior year, identify and review the actual measurable outcomes as compared to the expected annual measurable outcomes identified in the prior year for the goal.

Actions/Services Identify the planned Actions/Services and the budgeted expenditures to implement these actions toward achieving the described goal. Identify the actual actions/services implemented to meet the described goal and the estimated actual annual expenditures to implement the actions/services. As applicable, identify any changes to the students or student groups served, or to the planned location of the actions/services provided.

Analysis Using actual annual measurable outcome data, including data from the LCFF Evaluation Rubrics, analyze whether the planned actions/services were effective in achieving the goal. Respond to the prompts as instructed.

• Describe the overall implementation of the actions/services to achieve the articulated goal. Include a discussion of relevant challenges and successes experienced with the implementation process.

• Describe the overall effectiveness of the actions/services to achieve the articulated goal as measured by the LEA.

• Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures. Minor variances in expenditures or a dollar-for-dollar accounting is not required.

• Describe any changes made to this goal, expected outcomes, metrics, or actions and services to achieve this goal as a result of this analysis and analysis of the data provided in the LCFF Evaluation Rubrics, as applicable. Identify where those changes can be found in the LCAP.

Stakeholder Engagement Meaningful engagement of parents, students, and other stakeholders, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. EC identifies the minimum consultation requirements for school districts and county offices of education as consulting with teachers, principals, administrators, other school personnel, local bargaining units of the school district, parents, and pupils in developing the LCAP. EC requires charter schools to consult with teachers, principals, administrators, other school personnel, parents, and pupils in developing the LCAP. In addition, EC Section 48985 specifies the requirements for the translation of notices, reports, statements, or records sent to a parent or guardian. The LCAP should be shared with, and LEAs should request input from, school site-level advisory groups, as applicable (e.g., school site councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being undertaken to meet specific goals.

Instructions: The stakeholder engagement process is an ongoing, annual process. The requirements for this section are the same for each year of a three-year LCAP. When developing the LCAP, mark the appropriate LCAP year, and describe the stakeholder engagement process used to develop the LCAP and Annual Update. When developing the LCAP in year 2 or year 3, mark the appropriate LCAP year and replace the previous stakeholder narrative(s) and describe the stakeholder engagement process used to develop the current year LCAP and Annual Update.

School districts and county offices of education: Describe the process used to consult with the Parent Advisory Committee, the English Learner Parent Advisory Committee, parents, students, school personnel, the LEA’s local

of 13

bargaining units, and the community to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Charter schools: Describe the process used to consult with teachers, principals, administrators, other school personnel, parents, and students to inform the development of the LCAP and the annual review and analysis for the indicated LCAP year.

Describe how the consultation process impacted the development of the LCAP and annual update for the indicated LCAP year, including the goals, actions, services, and expenditures.

Goals, Actions, and Services LEAs must include a description of the annual goals, for all students and each LCFF identified group of students, to be achieved for each state priority as applicable to type of LEA. An LEA may also include additional local priorities. This section shall also include a description of the specific planned actions an LEA will take to meet the identified goals, and a description of the expenditures required to implement the specific actions.

School districts and county offices of education: The LCAP is a three-year plan, which is reviewed and updated annually, as required.

Charter schools: The number of years addressed in the LCAP may align with the term of the charter schools budget, typically one year, which is submitted to the school’s authorizer. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

New, Modified, Unchanged

As part of the LCAP development process, which includes the annual update and stakeholder engagement, indicate if the goal, identified need, related state and/or local priorities, and/or expected annual measurable outcomes for the current LCAP year or future LCAP years are modified or unchanged from the previous year’s LCAP; or, specify if the goal is new.

Goal State the goal. LEAs may number the goals using the “Goal #” box for ease of reference. A goal is a broad statement that describes the desired result to which all actions/services are directed. A goal answers the question: What is the LEA seeking to achieve?

Related State and/or Local Priorities Identify the state and/or local priorities addressed by the goal by placing a check mark next to the applicable priority or priorities. The LCAP must include goals that address each of the state priorities, as applicable to the type of LEA, and any additional local priorities; however, one goal may address multiple priorities. (Link to State Priorities)

Identified Need Describe the needs that led to establishing the goal. The identified needs may be based on quantitative or qualitative information, including, but not limited to, results of the annual update process or performance data from the LCFF Evaluation Rubrics, as applicable.

Expected Annual Measurable Outcomes For each LCAP year, identify the metric(s) or indicator(s) that the LEA will use to track progress toward the expected outcomes. LEAs may identify metrics for specific student groups. Include in the baseline column the most recent data associated with this metric or indicator available at the time of adoption of the LCAP for the first year of the three-year plan. The most recent data associated with a metric or indicator includes data as reported in the annual update of the LCAP year immediately preceding the three-year plan, as applicable. The baseline data shall remain unchanged throughout the three-year LCAP. In the subsequent year columns, identify the progress to be made in each year of the three-year cycle of the LCAP. Consider how expected outcomes in any given year are related to the expected outcomes for subsequent years.

The metrics may be quantitative or qualitative, but at minimum an LEA must use the applicable required metrics for the related state priorities, in each LCAP year as applicable to the type of LEA. For the student engagement priority metrics, as applicable, LEAs must calculate the rates as described in the LCAP Template Appendix, sections (a) through (d).

Planned Actions/Services

For each action/service, the LEA must complete either the section “For Actions/Services not contributing to meeting Increased or Improved Services Requirement” or the section “For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement.” The LEA shall not complete both sections for a single action.

of 13

For Actions/Services Not Contributing to Meeting the Increased or Improved Services Requirement

Students to be Served The “Students to be Served” box is to be completed for all actions/services except for those which are included by the LEA as contributing to meeting the requirement to increase or improve services for unduplicated students. Indicate in this box which students will benefit from the actions/services by checking “All”, “Students with Disabilities”, or “Specific Student Group(s)”. If “Specific Student Group(s)” is checked, identify the specific student group(s) as appropriate.

Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

For Actions/Services Contributing to Meeting the Increased or Improved Services Requirement:

Students to be Served For any action/service contributing to the LEA’s overall demonstration that it has increased or improved services for unduplicated students above what is provided to all students (see Demonstration of Increased or Improved Services for Unduplicated Students section, below), the LEA must identify the unduplicated student group(s) being served.

Scope of Service For each action/service contributing to meeting the increased or improved services requirement, identify scope of service by indicating “LEA-wide”, “Schoolwide”, or “Limited to Unduplicated Student Group(s)”. The LEA must select one of the following three options:

• If the action/service is being funded and provided to upgrade the entire educational program of the LEA, place a check mark next to “LEA-wide.”

• If the action/service is being funded and provided to upgrade the entire educational program of a particular school or schools, place a check mark next to “schoolwide”.

• If the action/service being funded and provided is limited to the unduplicated students identified in “Students to be Served”, place a check mark next to “Limited to Student Groups”.

For charter schools and single-school school districts, “LEA-wide” and “Schoolwide” may be synonymous and, therefore, either would be appropriate. For charter schools operating multiple schools (determined by a unique CDS code) under a single charter, use “LEA-wide” to refer to all schools under the charter and use “Schoolwide” to refer to a single school authorized within the same charter petition. Charter schools operating a single school may use “LEA-wide” or “Schoolwide” provided these terms are used in a consistent manner through the LCAP.

Location(s) Identify the location where the action/services will be provided. If the services are provided to all schools within the LEA, the LEA must indicate “All Schools”. If the services are provided to specific schools within the LEA or specific grade spans only, the LEA must mark “Specific Schools” or “Specific Grade Spans”. Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades K-5), as appropriate.

Charter schools operating more than one site, authorized within the same charter petition, may choose to distinguish between sites by selecting “Specific Schools” and identify the site(s) where the actions/services will be provided. For charter schools operating only one site, “All Schools” and “Specific Schools” may be synonymous and, therefore, either

of 13

would be appropriate. Charter schools may use either term provided they are used in a consistent manner through the LCAP.

Actions/Services For each LCAP year, identify the actions to be performed and services provided to meet the described goal. Actions and services that are implemented to achieve the identified goal may be grouped together. LEAs may number the action/service using the “Action #” box for ease of reference.

New/Modified/Unchanged:

• Check “New” if the action/service is being added in any of the three years of the LCAP to meet the articulated goal.

• Check “Modified” if the action/service was included to meet an articulated goal and has been changed or modified in any way from the prior year description.

• Check “Unchanged” if the action/service was included to meet an articulated goal and has not been changed or modified in any way from the prior year description.

o If a planned action/service is anticipated to remain unchanged for the duration of the plan, an LEA may check “Unchanged” and leave the subsequent year columns blank rather than having to copy/paste the action/service into the subsequent year columns. Budgeted expenditures may be treated in the same way as applicable.

Note: The goal from the prior year may or may not be included in the current three-year LCAP. For example, when developing year 1 of the LCAP, the goals articulated in year 3 of the preceding three-year LCAP will be from the prior year.

Charter schools may complete the LCAP to align with the term of the charter school’s budget that is submitted to the school’s authorizer. Accordingly, a charter school submitting a one-year budget to its authorizer may choose not to complete the year 2 and year 3 portions of the “Goals, Actions, and Services” section of the template. If year 2 and/or year 3 is not applicable, charter schools must specify as such.

Budgeted Expenditures For each action/service, list and describe budgeted expenditures for each school year to implement these actions, including where those expenditures can be found in the LEA’s budget. The LEA must reference all fund sources for each proposed expenditure. Expenditures must be classified using the California School Accounting Manual as required by EC sections 52061, 52067, and 47606.5.

Expenditures that are included more than once in an LCAP must be indicated as a duplicated expenditure and include a reference to the goal and action/service where the expenditure first appears in the LCAP.

If a county superintendent of schools has jurisdiction over a single school district, and chooses to complete a single LCAP, the LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted expenditures are aligned.

Demonstration of Increased or Improved Services for Unduplicated Students This section must be completed for each LCAP year. When developing the LCAP in year 2 or year 3, copy the “Demonstration of Increased or Improved Services for Unduplicated Students” table and mark the appropriate LCAP year. Using the copy of the table, complete the table as required for the current year LCAP. Retain all prior year tables for this section for each of the three years within the LCAP.

Estimated Supplemental and Concentration Grant Funds

of 13

Identify the amount of funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner students as determined pursuant to California Code of Regulations, Title 5 (5 CCR) Section 15496(a)(5).

Percentage to Increase or Improve Services Identify the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

Consistent with the requirements of 5 CCR Section 15496, describe how services provided for unduplicated pupils are increased or improved by at least the percentage calculated as compared to services provided for all students in the LCAP year. To improve services means to grow services in quality and to increase services means to grow services in quantity. This description must address how the action(s)/service(s) limited for one or more unduplicated student group(s), and any schoolwide or districtwide action(s)/service(s) supported by the appropriate description, taken together, result in the required proportional increase or improvement in services for unduplicated pupils.

If the overall increased or improved services include any actions/services being funded and provided on a schoolwide or districtwide basis, identify each action/service and include the required descriptions supporting each action/service as follows.

For those services being provided on an LEA-wide basis: • For school districts with an unduplicated pupil percentage of 55% or more, and for charter schools and county offices of

education: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities.

• For school districts with an unduplicated pupil percentage of less than 55%: Describe how these services are principally directed to and effective in meeting its goals for unduplicated pupils in the state and any local priorities. Also describe how the services are the most effective use of the funds to meet these goals for its unduplicated pupils. Provide the basis for this determination, including any alternatives considered, supporting research, experience or educational theory.

For school districts only, identify in the description those services being funded and provided on a schoolwide basis, and include the required description supporting the use of the funds on a schoolwide basis:

• For schools with 40% or more enrollment of unduplicated pupils: Describe how these services are principally directed to and

effective in meeting its goals for its unduplicated pupils in the state and any local priorities.

• For school districts expending funds on a schoolwide basis at a school with less than 40% enrollment of unduplicated pupils: Describe how these services are principally directed to and how the services are the most effective use of the funds to meet its goals for English learners, low income students and foster youth, in the state and any local priorities.

of 13

State Priorities Priority 1: Basic Services addresses the degree to which:

A. Teachers in the LEA are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; B. Pupils in the school district have sufficient access to the standards-aligned instructional materials; and C. School facilities are maintained in good repair.

Priority 2: Implementation of State Standards addresses: A. The implementation of state board adopted academic content and performance standards for all students, which are:

a. English Language Arts – Common Core State Standards (CCSS) for English Language Arts b. Mathematics – CCSS for Mathematics c. English Language Development (ELD) d. Career Technical Education e. Health Education Content Standards f. History-Social Science g. Model School Library Standards h. Physical Education Model Content Standards i. Next Generation Science Standards j. Visual and Performing Arts k. World Language; and

B. How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parental Involvement addresses: A. The efforts the school district makes to seek parent input in making decisions for the school district and each individual

school site; B. How the school district will promote parental participation in programs for unduplicated pupils; and C. How the school district will promote parental participation in programs for individuals with exceptional needs.

Priority 4: Pupil Achievement as measured by all of the following, as applicable: A. Statewide assessments; B. The Academic Performance Index; C. The percentage of pupils who have successfully completed courses that satisfy University of California (UC) or California

State University (CSU) entrance requirements, or programs of study that align with state board approved career technical educational standards and framework;

D. The percentage of English learner pupils who make progress toward English proficiency as measured by the California English Language Development Test (CELDT);

E. The English learner reclassification rate; F. The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher; and G. The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment

Program, or any subsequent assessment of college preparedness. Priority 5: Pupil Engagement as measured by all of the following, as applicable:

A. School attendance rates; B. Chronic absenteeism rates; C. Middle school dropout rates; D. High school dropout rates; and E. High school graduation rates;

Priority 6: School Climate as measured by all of the following, as applicable: A. Pupil suspension rates; B. Pupil expulsion rates; and C. Other local measures, including surveys of pupils, parents, and teachers on the sense of safety and school connectedness.

Priority 7: Course Access addresses the extent to which pupils have access to and are enrolled in: A. S broad course of study including courses described under EC sections 51210 and 51220(a)-(i), as applicable; B. Programs and services developed and provided to unduplicated pupils; and C. Programs and services developed and provided to individuals with exceptional needs.

Priority 8: Pupil Outcomes addresses pupil outcomes, if available, for courses described under EC sections 51210 and 51220(a)-(i), as applicable. Priority 9: Coordination of Instruction of Expelled Pupils (COE Only) addresses how the county superintendent of schools will coordinate instruction of expelled pupils. Priority 10. Coordination of Services for Foster Youth (COE Only) addresses how the county superintendent of schools will coordinate services for foster children, including:

A. Working with the county child welfare agency to minimize changes in school placement B. Providing education-related information to the county child welfare agency to assist in the delivery of services to foster

of 13

children, including educational status and progress information that is required to be included in court reports; C. Responding to requests from the juvenile court for information and working with the juvenile court to ensure the delivery and

coordination of necessary educational services; and D. Establishing a mechanism for the efficient expeditious transfer of health and education records and the health and education

passport. Local Priorities address:

A. Local priority goals; and B. Methods for measuring progress toward local goals.

of 13

APPENDIX A: PRIORITIES 5 AND 6 RATE CALCULATION INSTRUCTIONS

For the purposes of completing the LCAP in reference to the state priorities under EC sections 52060 and 52066, as applicable to type of LEA, the following shall apply:

(a) “Chronic absenteeism rate” shall be calculated as follows:

(1) The number of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30) who are chronically absent where “chronic absentee” means a pupil who is absent 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 –

June 30).

(3) Divide (1) by (2).

(b) “Middle School dropout rate” shall be calculated as set forth in 5 CCR Section 1039.1.

(c) “High school dropout rate” shall be calculated as follows:

(1) The number of cohort members who dropout by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(d) “High school graduation rate” shall be calculated as follows:

(1) The number of cohort members who earned a regular high school diploma [or earned an adult education high school

diploma or passed the California High School Proficiency Exam] by the end of year 4 in the cohort where “cohort” is defined as the number of first-time grade 9 pupils in year 1 (starting cohort) plus pupils who transfer in, minus pupils who transfer out, emigrate, or die during school years 1, 2, 3, and 4.

(2) The total number of cohort members.

(3) Divide (1) by (2).

(e) “Suspension rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was suspended during the

academic year (July 1 – June 30).

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

(f) “Expulsion rate” shall be calculated as follows:

(1) The unduplicated count of pupils involved in one or more incidents for which the pupil was expelled during the

academic year (July 1 – June 30).

of 13

(2) The unduplicated count of pupils with a primary, secondary, or short-term enrollment during the academic year (July 1 – June 30).

(3) Divide (1) by (2).

NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02,

42238.03, 42238.07, 47605, 47605.6, 47606.5, 48926, 52052, 52060, 52061, 52062, 52063, 52064, 52066, 52067, 52068, 52069,

52070, 52070.5, and 64001,; 20 U.S.C. Sections 6312 and 6314.

of 13

APPENDIX B: GUIDING QUESTIONS Guiding Questions: Annual Review and Analysis

1) How have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?

2) How have the actions/services addressed the needs of all subgroups of pupils identified pursuant to EC Section 52052, including, but not limited to, English learners, low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?

3) How have the actions/services addressed the identified needs and goals of specific school sites and were these actions/services effective in achieving the desired outcomes?

4) What information (e.g., quantitative and qualitative data/metrics) was examined to review progress toward goals in the annual update?

5) What progress has been achieved toward the goal and expected measurable outcome(s)? How effective were the actions and services in making progress toward the goal? What changes to goals, actions, services, and expenditures are being made in the LCAP as a result of the review of progress and assessment of the effectiveness of the actions and services?

6) What differences are there between budgeted expenditures and estimated actual annual expenditures? What were the reasons for any differences?

Guiding Questions: Stakeholder Engagement

1) How have applicable stakeholders (e.g., parents and pupils, including parents of unduplicated pupils and unduplicated pupils identified in EC Section 42238.01; community members; local bargaining units; LEA personnel; county child welfare agencies; county office of education foster youth services programs, court-appointed special advocates, and other foster youth stakeholders; community organizations representing English learners; and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?

2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?

3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process? How was the information made available?

4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?

5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to EC sections 52062, 52068, or 47606.5, as applicable, including engagement with representatives of parents and guardians of pupils identified in EC Section 42238.01?

6) What specific actions were taken to consult with pupils to meet the requirements 5 CCR Section 15495(a)? 7) How has stakeholder involvement been continued and supported? How has the involvement of these stakeholders supported

improved outcomes for pupils, including unduplicated pupils, related to the state priorities?

of 13

Guiding Questions: Goals, Actions, and Services

1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”: Basic Services (Priority 1), the Implementation of State Standards (Priority 2), and Course Access (Priority 7)?

2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”: Pupil Achievement (Priority 4), Pupil Outcomes (Priority 8), Coordination of Instruction of Expelled Pupils (Priority 9 – COE Only), and Coordination of Services for Foster Youth (Priority 10 – COE Only)?

3) What are the LEA’s goal(s) to address state priorities related to parent and pupil “Engagement”: Parental Involvement (Priority 3), Pupil Engagement (Priority 5), and School Climate (Priority 6)?

4) What are the LEA’s goal(s) to address any locally-identified priorities? 5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or

individual school site goals (e.g., input from site level advisory groups, staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?

6) What are the unique goals for unduplicated pupils as defined in EC Section 42238.01 and groups as defined in EC Section 52052 that are different from the LEA’s goals for all pupils?

7) What are the specific expected measurable outcomes associated with each of the goals annually and over the term of the LCAP?

8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority?

9) What information was considered/reviewed for individual school sites? 10) What information was considered/reviewed for subgroups identified in EC Section 52052? 11) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to EC Section 52052, to

specific school sites, to English learners, to low-income pupils, and/or to foster youth to achieve goals identified in the LCAP?

12) How do these actions/services link to identified goals and expected measurable outcomes? 13) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be

found in the LEA’s budget? Prepared by the California Department of Education, October 2016

appendix b: guiding questions: use as prompts (not …€¦ · page 5 of 69 referring to the lcff...

Documents